Page 29 - LanGuide Project: Research and Professional Insights
P. 29
Background to LanGuide Language-Learning Framework
Table 1.1 Framework of the Language Modules
Modules Level Level Level
Advanced
Students Basic Intermediate Advanced
Teachers Basic Intermediate Advanced
Administrators Basic Intermediate
target language was consulted. Thus the words, phrases and terminology
were identified that can be expected to be used by learners at each level
of c efr, along with grammatical structures and pragmatic features most
frequently employed in determinate communicative situations, typical of
the four l s p domains. The Language Profile series in various languages
provided also a systematic specification of learning objectives for each lan-
guage module.
The expected outcomes in terms of competence reference levels are sup-
posed to reflect the forms of a given language (words, grammar and so
on), the mastery of which corresponds to the competences defined by the
c e f r.
The l sp Modules
The LanGuide team included a number of language teaching practitioners
and researchers from various universities in Croatia, Romania, Slovenia
and Spain. While taking into consideration the principles and guidelines
identified in a corpus of specialized literature, individual materials devel-
opers largely depended on their own expertise and long-standing teaching
practice in terms of structure and composition of their language modules.
Thus, the exercises constituting individual modules or sections of modules
are not uniform, but reflect a variety of pedagogical philosophies.
The core structure of all the modules followed a simple framework rep-
resented in Table 1.1, while the exercise types created depended mainly on
the possibilities offered by the choice of interactive options provided by
the software tool, which was devised by the LanGuide i t team of partners
from universities in Croatia, Spain and Sweden.
In terms of actual presentation of the exercises on the LanGuide App,
some modules are based on random sampling of a set of exercises, while
others follow a structured layout. A section of such a module for the Italian
language is presented in Tables 1.2 and 1.3.
Based on Neuner et al.’s (1985) exercise typology, the ideal sequence of
exercises for l s p should be organized in a logical way and progress from
29
Table 1.1 Framework of the Language Modules
Modules Level Level Level
Advanced
Students Basic Intermediate Advanced
Teachers Basic Intermediate Advanced
Administrators Basic Intermediate
target language was consulted. Thus the words, phrases and terminology
were identified that can be expected to be used by learners at each level
of c efr, along with grammatical structures and pragmatic features most
frequently employed in determinate communicative situations, typical of
the four l s p domains. The Language Profile series in various languages
provided also a systematic specification of learning objectives for each lan-
guage module.
The expected outcomes in terms of competence reference levels are sup-
posed to reflect the forms of a given language (words, grammar and so
on), the mastery of which corresponds to the competences defined by the
c e f r.
The l sp Modules
The LanGuide team included a number of language teaching practitioners
and researchers from various universities in Croatia, Romania, Slovenia
and Spain. While taking into consideration the principles and guidelines
identified in a corpus of specialized literature, individual materials devel-
opers largely depended on their own expertise and long-standing teaching
practice in terms of structure and composition of their language modules.
Thus, the exercises constituting individual modules or sections of modules
are not uniform, but reflect a variety of pedagogical philosophies.
The core structure of all the modules followed a simple framework rep-
resented in Table 1.1, while the exercise types created depended mainly on
the possibilities offered by the choice of interactive options provided by
the software tool, which was devised by the LanGuide i t team of partners
from universities in Croatia, Spain and Sweden.
In terms of actual presentation of the exercises on the LanGuide App,
some modules are based on random sampling of a set of exercises, while
others follow a structured layout. A section of such a module for the Italian
language is presented in Tables 1.2 and 1.3.
Based on Neuner et al.’s (1985) exercise typology, the ideal sequence of
exercises for l s p should be organized in a logical way and progress from
29
